INSTRUCTIONAL COMPREHENSIVE PROGRAM PLANNING AND … · reporting for the digital era. A new Multimedia Journalism course was added to the curriculum in 2013-2014. The course prepares

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INSTRUCTIONAL COMPREHENSIVE PROGRAM PLANNING AND REVIEW (CPPR)

Only to be completed by those programs scheduled for the year according to the institutional comprehensive planning cycle for instructional programs (i.e., every four years for CTE programs and five years for all other instructional programs), which is produced by the Office of Academic Affairs. Program: Journalism Planning Year: 15-16 Last Year CPPR Completed: 2011-2012 Unit: Languages & Communications Cluster: Arts/Humanities/Social Sciences

I. GENERAL PROGRAM INFORMATION

A. Program mission:

The journalism department at Cuesta College prepares students for entry-level jobs at print and online media outlets and at non-media businesses that aim to communicate effectively with a multi-platform audience. The curriculum also prepares students to transfer to university programs in journalism, public relations and communications.

B. Brief history of the program:

The journalism program’s history dates to the founding of the college itself. This proud history is testament not only to the importance of journalism as a profession but also the role it plays in our democratic system of government. When we train student journalists to do their jobs with integrity, skill and perseverance, we are not simply sending another student off to the workplace; we are helping to strengthen our system of government.

Former chair Mary McCorkle retired in the summer of 2010, and her position has not been filled. Part-time instructors have served as lead faculty over the past five years. This puts the program in a precarious position, as part-time faculty have proven difficult to recruit and retain. The program’s long-term viability depends on it being led by a full-time instructor.

C. Significant changes/improvements since the last Program Review:

After years of decline in newsroom hiring and public sentiment, the news industry is on the verge of a rebirth. In its latest State of the Media report, the Pew Research Center found that more Americans are reading the news (thanks largely to social media) and that digital outlets are flush with jobs and capital. There has even been a recent increase in the hiring of international correspondents, which has been an area of concern in recent years.

The Cuesta College journalism program has responded to this trend by increasing its focus on reporting for the digital era.

A new Multimedia Journalism course was added to the curriculum in 2013-2014. The course prepares students to apply their traditional reporting skills to new media platforms by emphasizing photography, video, maps, charts, digital audio and infographics. The course also

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trains students in the use of social media to reach the largely mobile, younger generation of news consumers.

The course is part of the new AA-T degree curriculum, which was introduced in 2014. The transfer degree gives our students guaranteed admission to a CSU as a journalism junior, and it had the immediate effect of increasing the number of journalism degrees awarded at Cuesta from an average one per year (2009-2010 through 2012-2013) to nine in 2013-2014.

In keeping with the trend toward digital and mobile journalism, The Cuestonian website received an overhaul this year. The new Cuestonian.com is a responsive site, which means it is coded to look great on every device. As is the trend in traditional newsrooms, The Cuestonian has cut the frequency of its print product in half to focus on digital-first news coverage. This allows students to focus on covering breaking news with online delivery in mind, which is a change that will better prepare them for the modern newsroom. The Cuestonian has also increased its social media presence in order to better communicate with readers in the 18-to-29-year-old demographic. (According to Pew, half of Facebook users get news there even though they did not go there looking for it. And that age group gets news via Facebook at the highest rates.) The Cuestonian also has a strong presence on Twitter and Instagram.

In this digital era, it is important to recognize that newsrooms are not the only employers of journalism graduates. Every business that wants to communicate with a multi-platform audience needs employees who are skilled in digital communication. To demonstrate and publicize this point, we surveyed local business owners and collected their quotes on the subject (see flyer, attached).

The program’s community outreach has also expanded to events. The journalism department, in conjunction with the Cuesta College Business and Entrepreneurship Center, recently hosted an Entrepreneurship & Media symposium on campus. It featured a panel of successful local businesspeople with journalism backgrounds who went on to become the founders, CEOs and communications directors of influential organizations.

D. Current faculty:

Kim Bisheff, lead faculty (part-time)

Nick Wilson, News Writing & Reporting instructor (part-time) and full-time journalist

Lisa Miller, Intro to Mass Communications instructor (part-time) and full-time journalist

E. Conducting of the Program Review:

• The program review was led by part-time faculty Kim Bisheff in consultation with Dean Pamela Ralston, Division Chair Tony Rector-Cavagnaro, part-time faculty members Nick Wilson and Lisa Miller, peers in other journalism programs (through membership in professional organizations) and advisory committee and other professionals working in the field of journalism.

II. PROGRAM SUPPORT OF DISTRICT’S MISSION STATEMENT, INSTITUTIONAL GOALS, INSTITUTIONAL OBJECTIVES, AND/OR INSTITUTIONAL LEARNING OUTCOMES

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A. Identify how your program addresses or helps to achieve the District’s Mission Statement.

• Cuesta’s mission statement could easily be that of the journalism department. We train a diverse student group to achieve their journalism education goals. We help them improve their foundational skills in reporting and writing, and teach them to become critical consumers of media. Our transfer degree facilities their path to a four-year institution, and our AA certifies that they have achieved the necessary training for an entry-level media job.

• Our classes provide dynamic and challenging learning opportunities that nudge students toward the edges of their comfort zones (just ask any first-semester News Production student about their first interview assignment). When we teach students to see the world through a journalist’s lens, we train them to become critical thinkers and engaged citizens who relate to people of all backgrounds.

B. Identify how your program addresses or helps to achieve the District’s Institutional Goals and Objectives, and/or operational planning initiatives.

• The journalism program is helping the college achieve its goals and objectives by offering a transfer degree and encouraging students to complete the necessary course work to obtain one or both of the degrees we offer. We are engaging the local community by attending high school outreach events, visiting high school journalism classes and hosting our own events with the goal of attracting journalism-minded college students to Cuesta. We are active participants in institutional assessment processes. And we are working to strengthen our local partnerships by interacting with local news organizations and other businesses that employ journalism graduates.

C. Identify how your program helps students achieve Institutional Learning Outcomes.

• Students who complete our curriculum will have the professional skills necessary for successful employment in an entry-level media job. They will know how to use appropriate research methods in the process of collecting information for news stories. They will think critically when consuming and producing mass media, and they will demonstrate knowledge of and sensitivity to diverse groups and cultures. They will know how to identify reliable sources, how to collect information from those sources, and how to use that information to educate and inform the public using the tools of modern, multi-platform communication technology.

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PROGRAM DATA ANALYSIS AND PROGRAM-SPECIFIC MEASUREMENTS

Program data is available on the SLOCCCD Institutional Research and Assessment Program Review Data Dashboard site. The Dashboard components are hyperlinked below; just click on “enrollment” or other category below.

A. Enrollment

Journalism enrollment has declined at a slightly greater rate (9.7 percent average) than the overall college (8.8 percent average). This is due partly to the factors that affect Cuesta as a whole. It also represents a lack of consistent staffing and leadership in recent years. This underscores the need for a full-time faculty member who can usher the program into an era of growth. It also reflects on the out-of-date classroom and lab environment, which is badly in need of renovation.

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B. Student Demand (Fill Rate)

Journalism fill rates are slightly lower than the college overall, though the rates

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vary per course. The introduction of the AA-T and Multimedia Journalism caused an overall decline in 2013-2014 because of changes to the curriculum that are in the process of being remedied. JOUR 202B and C were not required for the transfer degree. JOUR 205 was a new course and was not required for the transfer degree. Curriculum changes are underway that will remedy both of those problems. Fluctuations in individual courses can be attributed to the number of sections offered. In semesters when two sections of News Production or Intro to Mass Communication are offered, fill rates drop in those sections even though overall enrollment increases.

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• C. Efficiency (FTES/FTEF)

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D. Student Success – Course Completion

Course completion rates have surged in the past year after remaining constant (and consistent with the college rates) for the previous four years. The transfer degree may have something to do with this trend, as there is now a stronger

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incentive for course completion. We currently offer only face-to-face courses, so there is no modality differential.

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E. Degrees and Certificates Awarded

This is the area where we have seen a major change in recent years. We went from an average of one degree awarded per year from 2009 to 2013 to nine degrees awarded in 2013-2014. This demonstrates the appeal of the transfer degree as well as an increased

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departmental emphasis on degree completion.

• F. Other Relevant Program Data

The Cuestonian and Cuestonian.com have been recognized at recent American

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Collegiate Press conferences for being among the top ten community college newspapers and websites. Awards were received in 2013 and 2014.

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III. CURRICULUM REVIEW

A. List all courses that have been created, updated, modified, or eliminated (and approved by the Curriculum Committee) since the last CPPR. See the Curriculum Review Template for guidance.

• Created: 205 • Modified: 202A, 202B, 202C

B. Provide evidence that the curriculum (including course delivery modalities) has been carefully reviewed during the past five years for currency in teaching practices, compliance with current policies, standards, regulations, and advisory committee input. Include evidence that the following entries on the course outline of record (CurricUNET format) are appropriate and complete:

SEE ATTACHMENT “CPPR Curriculum Review Worksheet”

• Course description • Student learning outcomes • Pre-requisites/co-requisites • Topics and scope • Course objectives • Alignment of topics and scopes, methods of evaluation, and assignments with

objectives • Alignment of SLOs and objectives with approved requirement rubrics (General

Education, Diversity, Health, Liberal Arts) • Textbooks • CSU/IGETC transfer and AA GE information • Degree and Certificate information

Include a calendar of a five-year cycle during which all aspects of the course outline of record and program curriculum, including the list above, will be reviewed for currency, quality, and appropriate CurricUNET format.

• 2015: review & modify 201A, 201B, 203 • 2016-2017: review 193, 201C, 247 • 2017-2018: review 205, 202A, 202B, 202C • 2018-2019: review 202A, 202B, 202C

IV. PROGRAM OUTCOMES, ASSESSMENT AND IMPROVEMENTS

A. Attach or insert the assessment cycle calendar for your program.

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• B. Attach or insert Course or Program Assessment Summary (CPAS) form for each course in

the program. Faculty may summarize data results rather than providing raw data or exact figures.

Program CPAS below. Course CPAS attached.

• •

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• C. Attach or insert a mapping document that indicates how course-level SLOs connect to

program-level SLOs. Reference: Student Learning Outcomes and Assessments.

• Attached: “JOUR program assessment mapping and calendar S2015”

D. Highlight improvement efforts that have resulted from SLO assessment.

• SLO assessments continue to demonstrate that outcomes are being achieved. Areas of increased attention include:

• legal issues affecting media (201A, 202B) – assessment led to the development of new handouts and an additional lecture on media law

• principles of news design (202A) – assessment led to the addition of online tutorials and mentoring by former staff members

• First Amendment issues (201B) – assessment led to an in-class exercise and guest lecture by an outside expert

• gathering weekly news information (202C) – assessment and a format change (new emphasis on online reporting) led to a weekly news gathering requirement

• entrepreneurial journalism and critical evaluation (205) – assessment led to the creation of an Entrepreneurship & Media panel and additional class time dedicated to the critical evaluation of multimedia content

E. Recommend changes and updates to program funding based on assessment of SLOs.

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• Funding requests: The newsroom is in serious need of renovation. The walls in the former darkroom are literally dissolving; there is no natural light (students often complain that this leads to decreased concentration and productivity); the computer-to-student ration is less than 1:1, which is especially key for News Production, but also important in News Writing & Reporting (it is very difficult to teach writing skills when students do not have an opportunity to workshop them in class); there is insufficient office space for faculty, all three of whom currently share one room (it is difficult to meet with students when there is insufficient office space). In the recent build-up to the successful bond measure, Facilities marched local journalists through our newsroom to give them a first-hand account of the deterioration of Cuesta’s classrooms. We have worked hard to move the journalism curriculum into the 21st century; we need the facilities to keep pace. The second issuance of the bond will take place in four years, and we ask for this renovation to remain a high priority.

• The need for technology replacement continues. Nine computers were purchased with Foundation funds, but we need to plan for more in the next five years. The program also needs to replace aging digital cameras and purchase lavalier mics, and the journalism resource library needs some new material. Details in Unit Plan.

• The program currently uses Cuestonian advertising funds to employ former students in the roles of advertising manager and production assistant. Turning these jobs into a single classified position would allow for more continuity and professionalism in these important roles. Included in Unit Plan.

• The need for a full-time faculty member remains a priority for the program.

F. Identify and describe any budget requests that are related to student learning outcomes assessment results or institutional/programmatic objectives.

• All of the above budget requests relate to student learning outcomes and program objectives. An up-to-date newsroom allows students and faculty to spend more time learning and less time finding work-arounds for logistical challenges. A classified support staff member would benefit students in the News Production series (202A/B/C) by assisting students with production during labs. Putting a classified worker in charge advertising would improve professionalism and continuity in that role. This would increase ad revenue, thereby providing an alternate source of income for the program’s technology needs. Ad revenue also makes it possible for students and faculty to attend college media conventions, which provide valuable networking and training opportunities.

V. PROGRAM DEVELOPMENT/FORECASTING

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Create a short narrative describing the development forecasting elements, indicating how they support efforts to achieve any of the following, where applicable: Program Outcomes, Institutional Goals, Institutional Objectives, and/or Institutional Learning Outcomes.

A. New or modified action steps for achieving Institutional Goals and Objectives B. New or modified action steps for achieving Institutional Learning Outcomes C. New or modified action steps for achieving program outcomes D. Anticipated changes in curriculum and scheduling E. Levels or delivery of support services F. Facilities changes G. Staffing projections H. Strategies for responding to the predicted budget and FTES target for the next academic

year

• In the next five years, the journalism program aims to recover the FTES lost during this recent period of college-wide census decline. (1) We will launch a DE version of the new Multimedia Journalism course, making those valuable journalism skills available to students who are not able to attend face-to-face. We expect this DE course to attract a new demographic of community members who want to update their old media skills while working in the field. (2) We will continue to promote our program mission throughout the community, building relationships with potential employers and making sure our curriculum matches the needs of transfer schools. (3) We will update our classroom and newsroom as funding permits, in order to attract students to our program and best meet their learning needs. (4) We will attempt to increase the depth of our part-time pool in order to reduce the risk of class cancellations due to staffing. (5) We will offer summer courses in order to reach students who would benefit from a compressed class schedule.

VI. END NOTES (If Applicable)

If applicable, you may attach additional documents or information, such as assessment forms, awards, letters, samples, lists of students working in the field, etc.

College-wide challenges aside, the journalism program has made great strides in recent years. We launched a guaranteed-transfer degree and a multimedia course, which has resulted in a significant increase in the number of degrees awarded. The Cuestonian continues to rank among the top ten community college publications at national media conferences. Its newly redesigned website, cuestonian.com, is fully responsive (looks great on any device) and has facilitated the shift to a digital-first newsroom. Instead of relying on a monthly print cycle, students are reporting and publishing as news breaks, with an increased emphasis on social media and multimedia content. The print publication has a new, higher-profile home in the news kiosks that have been installed at high-traffic areas across campus. Community outreach has improved significantly: we launched a Cuestonian alumni Facebook group to keep track of graduates who are now in four-year journalism programs or working in the field; we reached out to local non-media business members

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who employ journalism graduates and collected their testimonials for a flyer (attached); we have had a strong presence at high school and college career day events; we hosted an Entrepreneurship & Media symposium, which featured a panel of professionals who have applied their journalism and media backgrounds to careers in other fields (program with panelist bios attached). We are working hard to send a strong message to our students and the community that the skills we teach in this program are desirable in journalism jobs and beyond. Every employer wants workers who can communicate effectively with a multi-platform audience. At a time when traditional newsroom staffing is on the decline, our journalism graduates have never been more employable.

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SIGNATURE PAGE

Faculty, Director(s), Manager(s), and/or Staff Associated with the Program

Instructional Programs: All full-time faculty in the program must sign this form. If needed, provide an extra signature line for each additional full-time faculty member in the program. If there is no full-time faculty associated with the program, then the part-time faculty in the program should sign. If applicable, please indicate lead faculty member for program after printing his/her name.

Student Services and Administrative Services Programs: All full-time director(s), managers, faculty and/or classified staff in the program must sign this form.

Division Chair/Director Name Signature Date

Name Signature Date

Name Signature Date

Name Signature Date

Name Signature Date

Name Signature Date

Name Signature Date

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SUPPLEMENTAL DOCUMENTS

FACULTY HIRING PRIORITIZATION INFORMATION (IF APPLICABLE)

If your program requested a faculty position for consideration, please attach or embed the following worksheets that were presented to the College Council: • Worksheet A.1: Subjective Ranking Sheet • Worksheet B.1: Objective Criteria for Teaching Faculty

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DEAN’S/MANAGER’S ANALYSIS OF COMPREHENSIVE PROGRAM PLANNING & REVIEW (CPPR)

Program: Planning Year: Last Year CPPR Completed:

Unit: Cluster: A. CPPR Pre-Meeting

It is strongly recommended that the Vice President and/or Dean meet with Division Chair/Director/designee and the program faculty and/or staff involved in preparing the CPPR prior to the completion of the review documents. The discussion should include an overview of the CPPR document and expectations of what should be considered and focused on when developing the CPPR. If a Pre-CPPR meeting occurred, please list those in attendance, when the meeting occurred and a summary of what was discussed.

B. Narrative Analysis of CPPR Sections

Please provide an analysis and comments of programmatic information for each of the CPPR sections below. • General Information and Program Outcomes (Required for Instruction/Student

Services/Administrative Services):

•

• Program Support of Institutional Goals and Objectives, and/or Institutional Learning

Outcomes (Required for Instruction/Student Services/Administrative Services):

•

• Program Data Analysis and Program-Specific Measurements (Required for

Instruction/Student Services/Administrative Services):

•

• Curriculum Review (Required for Instruction and may be Applicable to Student

Services):

•

• Program Support of Institutional Goals and Objectives and Student Learning Outcomes

(Required for Instruction/Student Services/Administrative Services):

•

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• Program Data Analysis, Assessment and Improvements (Required for Student

Services/Administrative Services):

•

• Program Outcomes, Assessments and Improvements (Required for

Instruction/Student Services/Administrative Services):

•

• Anticipated Service Challenges/Changes (Required for Student

Services/Administrative Services):

•

• Program Development Forecast (Required for Instruction/Student

Services/Administrative Services):

•

• Overall Budget Implications (Required for Student Services/Administrative Services):

•

• End Notes/Additional Comments (Required for Instruction/Student

Services/Administrative Services):

•

C. Commendations/Considerations:

Please provide a list of commendations and considerations based on the CPPR.

Commendations: Comments in this area summarize how the program has demonstrated its effectiveness.

Considerations: Comments in this area constitute advice to help the program meet or surpass expectations for effectiveness.

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D. Applicable Signatures: Vice President/Dean Date Division Chair/Director/Designee Date Other (when applicable) Date The above-signed individuals have read and discussed this review. The Director/Coordinator, Faculty, and staff in the program involved in the preparation of the CPPR acknowledge the receipt of a copy of the Vice President/ Dean’s narrative analysis. The signatures do not necessarily signify agreement.